Translanguaging as a Scaffold for Multilingual Students in English Class: Indonesian Students’ Case

This study aims to analyze and describe (1) the form of speech acts in interactions in the English learning class at Islamic College Jakarta and (2) the types of speech acts in the interaction in the English class at Islamic College Jakarta. To achieve this goal, the researcher used a descriptive qualitative research design. The subjects of this study were students of Islamic College Jakarta. The objects in this study are the form, function, and type of speech uttered by Islamic College Jakarta students in the interaction of learning English in the classroom. Data collection and research using the note-taking method assisted by recording techniques. Data analysis in this study used qualitative data analysis procedures based on the interactive Miles model which generally includes three stages, namely (1) data reduction, (2) data presentation, (3) verification. The results of this study indicate that: (1) The form of speech acts of students in the English class, namely the form of speech acts in the declarative mode, the interrogative mode, and the imperative mode. (2) Types of speech acts of students in English class, direct literal speech acts, non-literal direct speech acts, literal indirect speech acts, and non-literal indirect speech acts. The use of direct speech acts aims to make speech partners easier to understand what the speakers (lecturers or students) want. Suggestions that can be given through this research are for lecturers, students, other researchers, and readers, this research can be used as a guideline, reference, and comparison material to gain insight into the field of linguistic science, especially speech acts.

This study aims at identifying: i) the overall schema of group seminar presentations in Bahasa Indonesia (BI) and in English by Indonesian university students, and in English by Australian university students; ii) the rhetorical structure of presentation introductions in Bahasa Indonesia and in English by Indonesian university students and in English by Australian university students; iii) whether Indonesian university students, when engaged in group seminar presentations in English in Indonesian academic settings, transfer the overall schema of group seminar presentations and the rhetorical structure of presentation introductions conducted in Bahasa Indonesia. The primary data were obtained by tape and video recording ten naturally occurring students’ group seminar presentations. It was found that firstly the overall schema of Indonesian students’ group seminar presentations in BI differs in major ways from the overall schema of Australian students’ group seminar presentations in English. Secondly, the rhetorical structure of presentation introductions in BI by Indonesian students also differs from the rhetorical structure of presentation introductions in English by Australian students. Thirdly, Indonesian students transfer the overall schema of the group seminar presentations and the rhetorical structure of presentation introductions of BI when they are engaged in group seminar presentations in English. This has clear implications in the development of Indonesian English.

Proactive personality is an essential disposition determining students’ readiness to enter the workforce, so a validated instrument is needed to measure it in Indonesia. This study aimed to adapt the Proactive Personality Scale–Short Version (PPS-SV) into the Indonesian language and test its validity and reliability in a student population. A total of 232 students (61 men, 171 women) from a university in Bandung participated in the study. The age range of the participants was 19–25 years old (M = 21.7; SD = 1.12). Construct validity was tested using confirmatory factor analysis (CFA), while reliability was estimated using Cronbach's alpha and McDonald's omega. The CFA results confirmed the one-factor structure of the PPS-SV and demonstrated good model fit with the data (CFI = .964, TLI = .954, GFI = .994, RMSEA = .069, and SRMR = .036). The scale also showed excellent internal consistency (α = .901; ω = 0.902). Thus, the Indonesian adaptation of the PPS-SV was judged to have strong psychometric properties, including good construct validity and reliability. This scale can therefore be recommended for measuring proactive personality in students in Indonesia.

This study raises the issue about the employment of indirect speech acts of Indonesian language education students at FKIP Serambi Mekkah University. The purpose of this study was to determine the indirect speech acts of Indonesian language education students FKIP Serambi Mekkah University. The research method used is descriptive qualitative method. The data in this study are indirect speech acts of Indonesian language education students, FKIP, Serambi Mekkah University. The subjects in this study were all Indonesian language students. Data collection was carried out by using listening techniques which included tapping techniques, free speaking listening techniques, conversational free listening techniques, recording techniques, and notetaking techniques. The data analysis technique was carried out by means of data reduction, data presentation, interpreting the meaning of the data, and drawing conclusions. The results of the study found that the utterances spoken by Indonesian language education students at FKIP Serambi Mekkah University contained indirect speech acts. In general, the indirect speech acts used by Indonesian students are news sentences which have the intention of commanding the speech partner to do something, then requesting sentences and news sentences that function to ask the speech partner to give something. Speakers use indirect speech acts when interacting so that the speech conveyed seems more polite and not pushy. Keywords : Pragmatics, Indirect Speech Act, Student Speech

У статті висвітлено актуальність виховання студентів у процесі вивчення англійської мови в університетах. Обґрунтовано, що виховна робота зі студентами на заняттях з англійської мови є значущою для трансляції історичного, культурного та духовного досвіду англомовних країн. Виокремлено проблеми визначення змісту виховання студентської молоді у вищий школі: відповідність завдань виховання студентів реформуванню українського суспільства, невизначеність меж повноважень і ролі викладача і студентської молоді у виховній роботі, відсутність вимог до студентів як особистостей і майбутніх професіоналів у фокусі сучасного розвитку України. Узагальнено наукові підходи до визначення змісту виховання студентської молоді в Україні: особистісно орієнтований; соціально орієнтований; системно-ціннісний; ціннісно-компетентнісний та гендерний.

This study explores the relationships between cultural factors (ethnicity, religiosity, and gender) and attribution or the way students perceive the causes of their academic success and failure, along with motivational goals, learned helplessness, self-efficacy, intelligence beliefs, and academic performance in the Indonesian university context. Racial/ethnic identity measurement had three dimensions: private regard, ethnic importance, and social embeddedness; Religiosity had two dimensions: religious behaviour and intrinsic religiosity. Attribution was further differentiated into locus of control, stability, personal control and external control dimensions. A total of 1,006 university students from three public universities and two private universities participated. Both public and private universities were necessarily included as in the Indonesian context the race issue permeates educational settings with mostly Native Indonesian students at public universities and Chinese Indonesian students at private universities. Data were obtained from two time-points: first was for the student surveys which were collected after students’ mid-term tests, along with self-reported mid-term test scores. The second time-point was for students’ final test and grade point average scores at the end of the academic term, collected from each university’s administration. Students’ attributions were hypothesized to predict their motivational goals (learning, performance approach, performance avoidance, and work avoidance), which were hypothesized to subsequently predict academic performance (final test score and grade point average), over and above the effects of prior mid-term performance. However, neither locus of control, personal, nor external control attributions predicted any of the motivational goals; only stability attributions predicted to learning goals. Students’ stability attribution for success also predicted learning goals, and their stability attributions for failure predicted performance approach goals. A new profile approach was implemented to identify learned helpless students, as the existing measurement of learned helplessness was found to be inadequate. Controllability emerged as an important factor for learned helpless students, who perceived low personal control and high external control over the causes of their academic success and failure. Intelligence beliefs, whether entity or incremental, showed no significant predictions to motivational goals; but, self-efficacy did. Students who had high self-efficacy beliefs were more likely to hold learning goals, performance approach goals, and performance avoidance goals, and less likely to hold work avoidance goals. Learning goals predicted students’ final test scores, whereas performance approach goals predicted grade point average scores. Intrinsic religiosity predicted learning goals, performance approach goals, and work avoidance goals; ethnic importance predicted performance approach goals. A multiple goals approach was engaged to add more knowledge to the Indonesian university students’ motivation. Based on the multiple goals approach, four clusters of students holding different goal profiles were educed: high learning/low performance-work avoidance, high work avoidance/low learning-performance, high motivational goals, and high learning-performance/low work avoidance. The approach showed that multiple goals co-existed and that high learning/low performance-work avoidance students had the highest final test scores, while high work avoidance/low learning-performance students had the lowest. Gender differences occurred on work avoidance goals, on which men scored higher. Ethnic differences occurred on intrinsic religiosity, on which Native Indonesian participants scored higher. Religion differences occurred on both religious behaviour and intrinsic religiosity; Christian participants had highest scores on religious behaviour, and Hindu participants had highest intrinsic religiosity. This study adds more knowledge to the study of attribution and motivational goals in the Indonesian context. For example, students with high self-efficacy can hold a performance avoidance goal, interpreted in terms of certain cultural values in the Indonesian context such as not wanting to lose face. Also, religiosity and racial/ethnic identity predicted motivational goals. Cultural differences within the Eastern cultures need to be considered when applying, interpreting, and discussing theories and scales developed in the Western.

This research describes problems faced by students of ITB AAS Indonesia in the implementation of online learning during the pandemic Covid-19 in the academic year 2020/2021. This research uses qualitative research. The analysis results show that during online learning in English class, students’ problems are: 1) concentration during learning. 2) feeling bored and lazy during learning. 3) slow or unstable internet network. 4) expensive internet quota prices. 5) technical problems with learning devices such as computers, laptops, or cellphones. 6) adaptation to digital technology such as video-conferencing applications. 7) the circumstances that are not conducive at home. 8 communicating and interacting with the lecturer and classmates. 9) managing work and study time. 10) accessing institutional e-learning or other learning applications. 11) understanding English learning materials. 12) doing the English assignments and homework given by the lecturer. 14) the total number of English assignments is too much. 13) having limited time for doing English assignments and homework. 14) the lecture schedule is not adjusted to the proper lecture schedule. 15) lecturers have a limited learning method during teaching online. 16) feeling worried and anxious about the English midterm exam and the final exam including the question type, number, or level of difficulty of questions and the implementation of online exams during online learning. 17) feeling worries and anxiety about the English final grade or score that will be obtained at the end of the semester. As teachers or lecturers, we have to find various solutions to overcome the problems.

Proactive personality is an essential disposition determining students’ readiness to enter the workforce, so a validated instrument is needed to measure it in Indonesia. This study aimed to adapt the Proactive Personality Scale–Short Version (PPS-SV) into the Indonesian language and test its validity and reliability in a student population. A total of 232 students (61 men, 171 women) from a university in Bandung participated in the study. The age range of the participants was 19–25 years old (\textit{M} = 21.7; \textit{SD} = 1.12). Construct validity was tested using confirmatory factor analysis (CFA), while reliability was estimated using Cronbach's alpha and McDonald's omega. The CFA results confirmed the one-factor structure of the PPS-SV and demonstrated good model fit with the data (CFI = .964, TLI = .954, GFI = .994, RMSEA = .069, and SRMR = .036). The scale also showed excellent internal consistency ($\alpha$ = .901; $\omega$ = 0.902). Thus, the Indonesian adaptation of the PPS-SV was judged to have strong psychometric properties, including good construct validity and reliability. This scale can therefore be recommended for measuring proactive personality in students in Indonesia.

The purpose of conducting this study is to find out the kinds of code mixing and code switching used by teacher and students in English class and some factors that make the teacher and students use code mixing and code switching in English class. This research used qualitative method. The researcher use basic technique in analyzing the data which are recording the entire content, transcribing the utterances, classifying and organizing the data, grouping data and the last is analyzing data. Based on the data found by the researcher, the result of the research shows 4 types of code mixing and code switching namely outer code mixing (English with Indonesia and Indonesian with English) and external code switching (English into Indonesian and Indonesian into English). There are 51 utterances total of code mixing and switching in English class. And some factors that make they use code mixing and switching because the teacher often found out that the students confused or did not understand, the students lack of vocabulary and English knowledge, feel afraid of being wrong in using English and they are not used to talking only in English.

The purpose of conducting this study is to find out the kinds of code mixing and code switching used by teacher and students in English class and some factors that make the teacher and students use code mixing and code switching in English class. This research used qualitative method. The researcher use basic technique in analyzing the data which are recording the entire content, transcribing the utterances, classifying and organizing the data, grouping data and the last is analyzing data. Based on the data found by the researcher, the result of the research shows 4 types of code mixing and code switching namely outer code mixing (English with Indonesia and Indonesian with English) and external code switching (English into Indonesian and Indonesian into English). There are 51 utterances total of code mixing and switching in English class. And some factors that make they use code mixing and switching because the teacher often found out that the students confused or did not understand, the students lack of vocabulary and English knowledge, feel afraid of being wrong in using English and they are not used to talking only in English.

Teaching and learning process belongs to a kind of two-way communication. Some noises or barriers usually appear during its process in the classroom. Psychosocial barrier is one of four popular barriers in communication. Thus, the purpose of this research is to identify the psychosocial barriers faced by high school students in English class. This research employs mixed-method using embedded design which consists of both quantitative as primary data and qualitative as supportive data. The population of this research consists of high school students in a rural area, in which Kepulauan Pongok was chosen as the case study sample. The sample was taken from 2 grades of two different high schools in Kepulauan Pongok, Southern Bangka Regency. In total, it consists of 50 students. The finding indicates a significant number of psychosocial barriers experienced by students especially in both field of experiences and filtering. Meanwhile, psychological distance is not quite significant. In detail, about 14.9% of those participants strongly agreed and 17% agreed that they face psychosocial barriers during learning English. The most impactful psychosocial barriers were English learning experiences in the previous class. Teachers' teaching styles are the riskiest barriers that cause the negative impacts of students' psychosocial in English class. Meanwhile, 36.2% stated a blue statement or were in a neutral position. As the rest felt like nothing happens about psychosocial barriers in English class. It is hoped that teachers can conduct the similar research in any subject to know and solve the psychosocial problems of students in order to adapt to the proper teaching method and counseling.

: This article presents the teaching constraints of English as a Foreign Language (EFL) in the Indonesian Senior High School context outlined by the development of recent English curriculum (school based curriculum). It discusses teaching constraints of EFL speaking in recent school based curriculum, constraints on understanding learners’ differences, constraints in learning material resources, constraints on classroom activities, constraints on teaching methods, and constraints on speaking assessment. Based on the discussion, this article also provides some solutions on what teachers of EFL speaking can do in order to achieve a higher quality of EFL speaking teaching and to improve the speaking skill of EFL students in Indonesia. Finally, the issue of the contribution of inserting learners’ differences in curriculum design to promote independent or successful learners becomes important in the implementation of school-based curriculum as current curriculum with focusing on learner centered instruction in large and mixed ability class and in other old paradigms in EFL teaching and learning in Indonesia. Key words: Teaching constraints, English as a Foreign Language, learner differences, and school-based curriculum in Indonesia. About the Authors: Karim Mattarima is a Ph.D. Candidate at the Faculty of Education UTM (Technology University of Malaysia) in Johor Bahru, Johor, Malaysia; and Assoc. Prof. Dr. Abdul Rahim Hamdan is a Senior Lecturer at the Faculty of Education UTM. They can be reached at: karimmattarima@yahoo.co.id How to cite this article? Mattarima, Karim & Abdul Rahim Hamdan. (2011). “The Teaching Constraints of English as a Foreign Language in Indonesia: The Context of School Based Curriculum” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan , Vol.4, No.2 [November], pp.287-300. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-0112. Chronicle of article: Accepted (September 4, 2011); Revised (October 7, 2011); and Published (November 20, 2011).

This study aimed to investigate how the Allosteric Learning Model influences the academic motivation and performance of 7th-grade students in English classes. The participants included 67 students attending a public middle school in Elazığ during the 2023–2024 academic year. The research was conducted using a quasi-experimental design with pre-test and post-test control groups, and the intervention was implemented over a six-week period. The experimental group received English instruction following the principles of the Allosteric Learning Model, while the control group continued with the standard curriculum. Both groups completed an academic motivation scale and an English achievement test before and after the intervention. The academic motivation scale was developed by Vallerand et al. (1992) and adapted into Turkish by Yurt and Bozer (2015), with a reliability coefficient of α = .91. The academic achievement test was developed by the researcher and its content validity was ensured through expert opinions.The results, derived from dependent and independent samples t-tests, indicated a statistically significant improvement in the experimental group’s motivation levels. In addition, post-test scores in academic achievement for the experimental group were notably higher than their pre-test scores. These findings suggest that the Allosteric Learning Model is more effective than the existing curriculum in fostering student motivation and improving academic outcomes in English education.

This research aimed at investigating Indonesian students’ mastery of Chinese adverbs zai (再) and cai (才). Modern Chinese adverbs were a difficult point in teaching Chinese as a foreign language. The time adverb of modern Chinese, zai (再) and cai (才), was an adverbial adverb easily misused by Indonesian students because these two adverbs had the same counterpart in Indonesian language. This research conducted a questionnaire survey among 83 Indonesian students in China. The questionnaire was a test about the use of time adverbs zai (再) and cai (才). The sentences that test 10 questions all came from the BCC corpus of Beijing Language and Culture University. After investigation, it is found that Indonesian students’ errors are more obvious. The researcher hopes that it can supplement the research achievements of Indonesian students in learning Chinese adverbs, and arouse more scholars to study the characteristics of learning Chinese adverbs for Indonesian students and promote the development of Chinese language teaching in Indonesia.

Background: Panic disorder is diagnosed in people who experience spontaneous, seemingly out-of-the-blue panic attacks and are very preoccupied with the fear of a recurring attack. Panic disorder usually begins in adulthood (after age 20) and can interfere a lot with daily life, causing people to miss work, go to many doctor visits, and avoid situations where they fear they might experience a panic attack. This study aims to determine the prevalence of panic disorder among English Class students at Medical Faculty, Universitas Udayana, Bali, Indonesia in 2018Methods: An observational cross-sectional study was conducted among 89 medical students from English Class at the Faculty of Medicine, Universitas Udayana in 2018 using total sampling techniques. A self-administered questionnaire was carried out to determine the prevalence of panic disorder by several valid and reliable questions. Data were analysed using SPSS version 20 for Windows and presented in frequency and percentage.Results: Â Most of the respondents were 20 years old (57.3%). There are only 12.0% of English class Semester 7 students are free from panic disorder, 51.0% suffers from mild panic disorder, and 37.0% suffers from moderate panic disorder. Around 64% of female respondents have panic disorder while 34% in male respondents. Female respondents are tended to get more panic attacks than male respondents in a ratio of 2:1.Conclusion: Female medical students tend to have a higher risk of panic disorder compared with males. The majority age of students suffering from panic attacks is from 20 to 23 years old.